Sex Education Curriculum Research Articles

A Scoping Review of Learners' Perceptions on What Influences Teachers' Approaches to Teaching Comprehensive Sexuality Education in South African Schools

Recent arguments regarding the South African comprehensive sexuality education (CSE) curriculum indicate that the existing programme neglects to incorporate factors that influence the behaviour of school learners in South Africa such as learners' and teachers' perceptions of cultural, social, and gender norms. Based on a literature search, it is evident that there is a paucity of research that reflects the voices of learners regarding their experience of how the CSE subject is taught as compared to what they want to learn. Therefore, this article aimed to conduct a scoping review to map learners' perceptions of what influences their teachers' approach to teaching CSE subject matter in South Africa. The Cochrane, EBSCOhost, Scopus, ProQuest, JSTOR, and Google Scholar databases were searched for studies (a) published from January 2010 till May 2021, (b) with an explicit focus on learner feedback on their perceptions of influences to teachers teaching CSE, (c) that were qualitative studies, and (d) were published in English in peer-reviewed journals. Four studies were identified that reported on data collected from learners aged 14-18 years using in-depth interviews (N = 1), focus group discussions (N = 2), and an ethnographic study (N = 1). A qualitative analysis of the findings identified three major themes: (1) an inherent bias towards heterosexuality as normal and natural, (2) the belief that learners need to be taught to uphold culturally dictated normative gender roles, and (3) an avoidance of subject matter relating to the LGBTQI+ community, influenced by beliefs that limited interactions would lead to limited gender and sexual fluidity. Findings conclude that transformative communication needs to take place to update the curriculum to create a space for all learners to learn about healthy life choices.

A Scoping Review of Learners' Perceptions on What Influences Teachers' Approaches to Teaching Comprehensive Sexuality Education in South African Schools

Recent arguments regarding the South African comprehensive sexuality education (CSE) curriculum indicate that the existing programme neglects to incorporate factors that influence the behaviour of school learners in South Africa such as learners' and teachers' perceptions of cultural, social, and gender norms. Based on a literature search, it is evident that there is a paucity of research that reflects the voices of learners regarding their experience of how the CSE subject is taught as compared to what they want to learn. Therefore, this article aimed to conduct a scoping review to map learners' perceptions of what influences their teachers' approach to teaching CSE subject matter in South Africa. The Cochrane, EBSCOhost, Scopus, ProQuest, JSTOR, and Google Scholar databases were searched for studies (a) published from January 2010 till May 2021, (b) with an explicit focus on learner feedback on their perceptions of influences to teachers teaching CSE, (c) that were qualitative studies, and (d) were published in English in peer-reviewed journals. Four studies were identified that reported on data collected from learners aged 14-18 years using in-depth interviews (N = 1), focus group discussions (N = 2), and an ethnographic study (N = 1). A qualitative analysis of the findings identified three major themes: (1) an inherent bias towards heterosexuality as normal and natural, (2) the belief that learners need to be taught to uphold culturally dictated normative gender roles, and (3) an avoidance of subject matter relating to the LGBTQI+ community, influenced by beliefs that limited interactions would lead to limited gender and sexual fluidity. Findings conclude that transformative communication needs to take place to update the curriculum to create a space for all learners to learn about healthy life choices.

Assessment of Adolescents Attitude towards Sexuality and Reproductive Health Education in Eleme Local Government Area of Rivers State, Southern Nigeria

The study aimed at determining the attitude of male and female adolescents towards sexuality and reproductive health education. The population of the study consisted of 5,800 adolescents in public secondary schools in Eleme Local Government Area of Rivers State, Southern Nigeria. The sample of the study was however made up of 200 adolescent drawn through simple random sampling technique. Data of the study was obtained using structured questionnaire titled: “Adolescents Attitude to Sexuality and Reproductive Health Education Questionnaire (AASRHEQ). The instrument was validated by experts in educational psychology and measurement and evaluation. The reliability coefficient of the instrument was 0.75, using Cronbach alpha technique. Data collected were analyzed using mean (x), standard deviation and t-test. Result got after data analysis indicated that generally speaking majority of the adolescents had negative attitude. However, a significant difference was found in the adolescents attitude by gender and by religion;. Consequently, recommendations were made which included that the government needs to do more in term of ensuring the implementation of teaching of sexuality and reproductive health education curriculum in schools, especially in the semi urban and rural areas; and that practicing counselors should take up the responsibility of ensuring enough awareness campaign through programs in school and local communities aimed at enhancing the development of positive attitude towards sexuality education among adolescents.

College-Level Sex Education Courses: A Systematic Literature Review

Understanding college-level sex education can help campus stakeholders understand student knowledge, inform policies, and influences on culture. Although there is a large amount of research on sexual health programming, little is known about the types of sex education curriculum on college campuses. This systematic literature review evaluates the breadth of postsecondary sex education research over the last 10 years. Three sex education course themes indicate research spans the following areas: philosophical and pedagogical considerations, perceived student knowledge and learning, and cultural and feminist-informed sex education. Finally, the results also indicate there are six types of courses taught at the college-level.

“All I do is present what is given to us as the facts”: Progressive sex education and the reproduction of inequality in public school classrooms

In the context of controversial sex education curriculum, this research uncovers complexities of teaching sex education in Ontario, Canada. Based on ethnographic observations of four public school sex education classes and interviews with teachers, I show that these sex-ed teachers tend to engage several strategies or key dimensions of “progressiveness” in order to navigate the difficult work of teaching this curriculum. They use facts, teach choice, and promote diversity. I also show how systems of gender, sexual, class, racial, and ethnic inequalities are reproduced alongside their progressive efforts. This research highlights educators’ strategies for teaching this content as well as the taken-for-granted inequalities that persist in education, despite best intentions.

Educators' Perspectives on Integrating Technology Into Sexual Health Education: Implementation Study.

BackgroundIn the last decade, the use of technology-based sexual health education has increased. Multiple studies have shown the feasibility of technology-based interventions, while a subset has also shown efficacy in improving youths’ sexual health outcomes such as increased condom use and knowledge. However, little is known about health educators’ experiences in integrating technology to augment sexual health curricula.ObjectiveThe purpose of this study was to assess the perceptions and experiences of health educators regarding the incorporation of technology into a sexual health education program designed for underserved youth in Fresno County, California, and to identify facilitators and challenges to incorporating technology into the in-person curriculum.MethodsThis implementation study used data collected as part of a cluster randomized controlled trial to evaluate In the Know (ITK), an in-person sexual health education curriculum that includes technology-based content, such as a resource locator, videos, and games, which can be accessed through a mobile app or website. Data from implementation logs from each cohort (n=51) and annual interviews (n=8) with health educators were analyzed to assess the health educators’ experiences using the technology and adaptations made during the implementation.ResultsThe health educators reported that technological issues affected implementation to some degree: 87% of the time in the first year, which decreased to 47% in the third year as health educators’ familiarity with the app increased and functionality improved. Technology issues were also more common in non–school settings. Successes and challenges in 3 domains emerged: managing technology, usability of the ITK app, and youth engagement. The health educators generally had positive comments about the app and youth engagement with the technology-based content and activities; however, they also noted certain barriers to adolescents’ use of the mobile app including limited data storage and battery life on mobile phones.ConclusionsHealth educators require training and support to optimize technology as a resource for engaging with youth and providing sensitive information. Although technology is often presented as a solution to reach underserved populations, educational programs should consider the technological needs and limitations of the participants, educators, and settings.International Registered Report Identifier (IRRID)RR2-10.2196/18060

Human Trafficking of People with a Disability: An Analysis of State and Federal Cases

The current academic discourse examining human trafficking is lacking in focus on survivors with a disability. The increased likelihood of abuse experienced by people with a disability is well documented in the research literature, and a small body of research indicates heightened sex trafficking victimization of minor girls with a disability. Yet, very little research specifically examines sex and/or labor trafficking of people with a disability, and no systematic research analyzes prosecuted cases of trafficking with disability as the focal point of analysis. Drawing from a content analysis of 18 federal and 17 state cases of human trafficking, the current study specifically aimed to increase our understandings of sex and labor trafficking involving survivors with a disability. The findings revealed the following patterns and themes: 1) the type of trafficking experienced (sex, labor, or both), 2) whether state level or federal cases 3) the types of disabilities identified among trafficking survivors, 4) the nature of the relationship between traffickers and survivors, 5) methods of recruitment, 6) case outcomes; and 7) demographic characteristics of traffickers and survivors (e.g., gender/citizenship). Implications include prevention efforts in the form of developmentally grounded sex education and healthy relationships curriculum for survivors with an intellectual disability, as well as specialized anti-trafficking training for those in legal, healthcare, and social services that is inclusive of people with a disability.

Knowledge on Sexually Transmitted Infections among school-going adolescents in the Sunyani West District of Ghana

The physiological and behavioural characteristics associated with adolescence increase the risk of contracting HIV and other sexually transmitted infections which may have devastating effects on their sexual and reproductive health. The aim of this study was to assess the knowledge of sexually transmitted infections of school going adolescents in the Sunyani West District of Ghana. A cross-sectional study design was used in gathering appropriate survey data from 316 senior high school students. Descriptive and univariate analyses were conducted using STATA version 14.0 software. The age group 16 - 18 years were the majority of respondents. More male than female adolescents knew about all four areas of knowledge as regards sexually transmitted infections. The study showed a statistically significant association (P = 0.001) between level of knowledge of sexually transmitted infections among adolescents and their class/form. Adolescents had good knowledge about sexually transmitted infections despite some misconceptions that could affect their sexual behaviour. Educational levels of students have to be considered in the design of sex education curriculum.

The Impact of Inadequate Sex Education

The unintended pregnancies and abortion rates in the United States are among the highest of most industrialized countries. To address these rates, an increase in federal funding for sex education programs focused on the promotion of abstinence from sex has been prevalent over the past decades. However, with federal funding dedicated towards abstinence-only sex education which excludes important health topics such as contraception and sexually transmitted diseases, youths across the nation are ill-equipped with the necessary knowledge and skills to make informed choices on their sexual health. In an effort to improve the current sex education curriculum employed throughout the states, this study seeks to examine the impact of inadequate sex education on female teens ages 13-18 contraceptive knowledge and awareness, with a focus on South Florida. To conduct this study, the evaluation research method was carried out by the means of a survey via social media platforms. Findings revealed that inadequate sex education impacted participants’ contraceptive awareness and knowledge negatively, demonstrating the ineffectiveness of abstinence-only sex education in reducing rates of unintended pregnancies and abortion rates in the United States due to the medical misinformation conveyed by these programs. Among broader implications, a change in sex education systems to be geared toward comprehensive sex education could be highly beneficial along with federal improvements of the current sex education curricula.

Sexual consent norms in a cross-sectional national sample of the UK.

Sexual assault is a pervasive problem in the UK, and young women are disproportionately affected. We sought to provide an initial account of sexual consent norms in the UK and whether they differ by gender and age. The present study was a secondary analysis of data collected by the Family Planning Association, which conducted an online survey (N=2003) to assess experiences with, knowledge of, and attitudes toward consent. The sample represented all regions of the UK and spanned ages 14-55. Definitions of sexual consent endorsed by women and older age groups more closely aligned with the tenets of affirmative consent compared with men and younger age groups. Women and older age groups were also more likely to perceive that various nonverbal cues may be used to interpret sexual consent or refusal and were more supportive of people being able to withdraw their sexual consent. Maladaptive sexual consent norms seemed to be prevalent among men and young people in the UK, which may contribute to young women's elevated risk of experiencing sexual assault. Our findings support the UK's recent relationships and sex education curriculum that actively promotes healthy sexual consent norms.

Navigating transprejudice: Chinese transgender students’ experiences of sexuality education in Hong Kong

ABSTRACT Prior publications on sexuality education experiences have often focused on cisgender students. Few have studied transgender students’ experiences, particularly in East Asia, and none have addressed these issues in the Hong Kong Chinese context, where transgender human rights are a hotly debated issue, and injustice towards trans youth persists. Using the concepts of transprejudice and rights-based sexuality education, this paper identifies the non-inclusive and inclusive sexuality education experiences of Chinese transgender students as reported in data from qualitative interviews with eight trans students aged 16–20 years from secondary schools and a community college. We identified the following themes: 1) Left Out – being omitted and silenced; 2) Terrified and Distressed – being misgendered and misinformed; 3) Outraged – being pathologised and bullied; 4) Empowered: connecting trans-Inclusive and rights-based education; 5) Affirmed and Supported – engaging in trans-inclusive dialogue. The paper argues that rights-based gender diversity content needs to be included in the sexuality education curriculum to reduce transgender students’ feelings of marginalisation. It also speaks to the need for advocacy for non-prejudiced and inclusive sexuality education in Hong Kong.

Developing and evaluating the Teen-Strong life skills programme in Southern Thailand

Risk sexual behaviours are known as a threat to health and wellbeing of adolescents. Although there are standard sexual education curriculums in Thai schools, most schools use traditional teaching methods rather than participatory teaching activities. This study aimed to (i) develop 'Teen-Strong' programme by combining the concept of the World Health Organization's life skills programme with Thai sexual education curriculum and (ii) investigate the association of Teen-Strong programme with knowledge and decision-making regarding risky sexual behaviours and teenage pregnancy in Thai adolescents. The Teen-Strong programme was developed by means of experts review and cognitive interviewing process and evaluated in 66 adolescents in Grades 7-9 from six schools in southern Thailand. Twenty-six students were assigned to the experimental group (attended Teen-Strong programme and standard sexual education) and 40 to the control group (attended only the standard sexual education). A pre-post-test quasi-experimental design was used and the Teen-Strong questionnaire (TSQ) was administered to measure knowledge and decision-making at three time points: before (T1), immediately after (T2) and 1 month after (T3) attending the programme. A 2 × 3 mixed-design ANOVA was used to analyse the data. TSQ scores in the experimental and control groups were higher at T2 and T3 as compared with T1. Mean increase in TSQ scores at T2 and T3 compared with T1 were significantly higher in the experiment than the control group [T2 vs. T1: t (64) = 4.07, p-values < 0.0001; T3 vs. T1: t (64) = 3.32, p-values = 0.017]. This study showed that Teen-Strong programme could increase adolescent's knowledge and decision-making skills regarding risk sexual behaviours.

IMPLEMENTATION OF SEXUAL EDUCATION PROGRAMS FOR ADOLESCENTS IN INDONESIA: NARRATIVE REVIEW

Premarital sexual behavior adolescents in Indonesian continues to increase from year to year. If not addressed will have an impact on various aspects of physical, psychosocial and economic. This effect is seen in the incidence of unwanted pregnancy, abortion, dropping out of school and being infected with an STI. Various studies have shown that one of the efforts to overcome it by increasing adolescent knowledge about reproductive health. This study aims to examine the implementation of sexual education programs in adolescents to find the best methods that can be integrated into the Indonesian government program.The research method is literature review by analyzing 16 selected literature obtained from Google Scholar, J.Stor.org, Springerlink and Proquest. Criteria for articles chosen is relevant to the title, taken from 2014-2020.The literature review results found that the cause of the unsuccessful sexual education program for adolescents in Indonesia is related to the factors of cost, human resources, commitment, organizational structure and administration. Also in Indonesia sexual education is still part of the extra-curricular although WHO has recommended a comprehensive sexual education program (CSE) by involving all related components namely parents, schools, communities, government and adolescents themselves and integrated in the core curriculum. The CSE program needs to be strengthened by integrating cultural and religious norms and values, friendly education methods and other aspects.The recommendation of this research is to provide a sexual education curriculum and be included in the core curriculum of the school. In addition, it is necessary to create a framework for sexual education in adolescents starting from the family, school, community level and policy makers. For the success of the program so that the material and methods of sexual education are adjusted to the characteristics of adolescents, cultural factors, religion, norms and values ​​in the community.

Getting dirty and coming clean: Sex education and the problem of expertise

This article recounts my experience serving as an expert witness at a Human Rights Tribunal. In 2018–2019, a grade six trans girl, known only as AB, sued the Ontario provincial government in Canada for revoking a progressive sex education curriculum that addressed gender and sexual identity. While working as an advocate for AB, I wrestled with my own relationship to expertise both within the university and beyond its walls. While describing the process of preparing and testifying before the Tribunal, I focus on two points of tension. First, I draw on Irvine’s (2014) study on “dirty work” to consider the ways sexuality and gender scholars clean up their research to remove the stigma of sex. To be a sexuality and gender expert requires that I negotiate my proximity to the uncertainties of sexuality—a process complicated for the queer researcher. Second, I consider how the curriculum becomes part of this clean-up effort. In controversies surrounding the sex education of children and youth, progressive advocates counter the moralistic and often religious rhetoric of conservative activists by sterilizing the sex education curriculum through discourses of health and well-being. While I recognize the power of this position, I raise questions about how this strategy neglects the ways youth make and remake the curriculum, exceeding the intentions of teachers, parents, and politicians.

Effectiveness of a sex education curriculum in seventh graders

Objective To assess the effectiveness of sexual education intervention among seventh-grade students, and to provide support tools for sex education for middle school students. Methods Seventh-grade students from six schools in Longnan, Gansu Province were randomly assigned to an intervention group (251 students) and a control group (222 students). After 8 weeks of school-based sex education in the intervention group, the results were compared before and after the intervention using self-assessment knowledge and attitude scales. Results The knowledge score in the control group decreased by (2.46±1.21) in the follow-up survey compared to the baseline survey. The intervention group scored (30.54±1.34) significantly higher than baseline (t=22.76, P Conclusion The implementation of school-based sex education is capable of significant improving students' sexual knowledge and attitude in the short term.

Book Review: The Psychology of Human Sexuality, 2nd ed., by Justin J. Lehmiller

Sex education is important both to individuals and to overall public health outcomes. In the United States, sex education curriculum is not guided by any federal standards, meaning materials and approaches vary widely. Drawing inspiration and evidence from countries with successful sexuality education standards, we know that comprehensive, evidence-based methods are the most effective for improving health outcomes across myriad domains. Materials that are guided by this standard of empirical basis should be identified and used in conjunction with other tools for providing responsible and effective sex education. This is a review of one such undergraduate textbook: \textit{The Psychology of Human Sexuality} (Lehmiller, 2018). Lehmiller’s (2018) textbook is not only guided by a rigorous commitment to empirical basis and medical accuracy, but features an understanding of the roles of psychological, social, and cultural issues in sexual development and behavior that other sexuality textbooks lack. Additionally, the intentional tone of sex-positivity and attempts at inclusivity present in this textbook set it apart from its counterparts. Benefits and shortcomings to this approach are discussed.

The pedagogy of pedagogues for sexual education in Riobamba, Ecuador: a pilot approach to training sexual education facilitators in a Latin American and Spanish language setting

ABSTRACT Educational efforts to reduce global rates of adolescent pregnancy vary widely with a significant deficiency in the domain of sex education facilitator training. In this study, we sought to establish a pilot approach to comprehensive sex education facilitator training in Riobamba, Ecuador. The approach was aligned with UNESCO recommendations for training facilitators using an adapted version of the U.S.-based Big Decisions curriculum. Four internationally recruited bilingual instructors led a six-day (27-hour) intensive training-of-facilitators programme with twenty trainees using the Big Decisions sex education curriculum. Quantitative and qualitative analyses were conducted using various approaches: anonymised and pre/post-self-assessments, daily feedback surveys of self and instructors, and facilitation practice evaluations. Responses to anonymised surveys indicated improved self-perceived confidence in teaching each curriculum section. More objective pre- and post-teach-back evaluations showed improved ability to teach randomly assigned lessons as assessed by trainers. The pedagogy of facilitator training in comprehensive sex education seeks to combine evidence-informed and culturally appropriate approaches to training facilitators under unique local conditions using adapted assessment tools. This project identified important culturally relevant insights relevant to the future training of comprehensive sex education facilitators working within culturally conservative communities, and Latin America in particular.

“No Lecture, I Am Bored:” What Messages does Young Males Myanmar Want to Learn from Sexuality Education in Social Media?

This paper explores how Myanmar male youths use the social networking sites especially Facebook to search sexual health information by investigating their pattern of usage and the types of sexual message they are eager to learn from online source. The study was undertaken by conducting virtual ethnography, 16 in-depth interviews and 3 FGD sessions through purposive sampling method among university students in Mandalay. Thematic analysis was guided by doing open coding. Among male youth community, searching sexual health information and seeking sexual pleasure from Facebook are very common and are main reasons to use Facebook. In conclusion, Facebook influences their sexual health in both positive ways and negative ways depending on their pattern of usage. It is recommended that young people need sexual health information and comprehensive sexuality education curriculum in schools that are related with their sexual interest, sexual culture and lifestyle and their sexual literacy. Keywords: Pattern of Facebook Usage, Sexual Health, Male Youths, Myanmar DOI: 10.7176/RHSS/11-14-02 Publication date: July 31 st 2021

How do young men want to receive information about fertility? Young men's attitudes towards a fertility campaign targeting men in Copenhagen, Denmark.

STUDY QUESTIONWhat are young men’s attitudes towards the Danish fertility campaign ‘How’s your sperm?’ and how do they want to receive fertility information in the future?SUMMARY ANSWERThe young men found that the campaign had limited impact because it was not relevant to their current life situation and they believed general fertility awareness should be a mandatory part of education, while more targeted information would be helpful through web-based venues when it was more relevant to their lives (e.g. when ready to have children).WHAT IS KNOWN ALREADYIt is estimated that 16–26% of the Danish population who want children will experience infertility at some point in their lives. In Denmark, 25% of young healthy men have decreased sperm quality, and 20% of 50-year-old men are childless. Men play an important role in the fertility decision-making of couples, thus, it is important to target men and ensure that they have sufficient fertility knowledge. However, fertility awareness is limited among men and there have been few fertility awareness initiatives targeting men. In October 2018, the Municipality of Copenhagen launched the campaign ‘How’s your sperm?’ as a tool to increase fertility knowledge among men. To identify potential barriers for the effect of fertility campaigns targeting men, evaluations of such campaigns are needed.STUDY DESIGN, SIZE, DURATIONThis study was a cross-sectional, qualitative study of six focus groups including a total of 27 currently childless young men from the Capital Region of Copenhagen, Denmark. Data collection took place between April and October 2019.PARTICIPANTS/MATERIALS, SETTING, METHODSThe interviewed young men were currently childless and were all residents in the Capital Region of Copenhagen. They were between 23 and 32 years old with an average age of 26 years, and almost all were university students or had a university degree. The focus group discussions were audiotaped, anonymized and transcribed in full. Data were analyzed using qualitative content analysis.MAIN RESULTS AND THE ROLE OF CHANCEOverall, the campaign had limited influence on the young men because they believed the campaign was not relevant to their current life situation. Furthermore, the young men were confused about the aim and message of the campaign, as they thought it encouraged them to have their sperm quality tested. The young men also criticized the campaign for making a link between sperm quality and masculinity. They recognized the importance of knowledge about reproductive health but they wanted access to accurate information about fertility and risk factors for infertility. According to the young men, future initiatives should prioritize clear communication of accurate, reliable and understandable fertility information in web-based venues. In addition, the young men suggested that general fertility information should be a mandatory part of the (sexual) education curriculum in primary and secondary schools.LIMITATIONS, REASONS FOR CAUTIONSParticipants were young and highly educated; thus the findings cannot be generalized to all men of a similar age group or to men at older ages.WIDER IMPLICATIONS OF THE FINDINGSDifferent strategies that are relevant to the lifespan are needed to increase fertility awareness in the male population. The young men’s responses underscored that any fertility awareness strategy or campaign must convey respect for the individual’s autonomy. The findings highlight that how information is communicated and the quality or type of information that is disseminated are both important in acceptability by target users.STUDY FUNDING/COMPETING INTEREST(S)No funding was received for this study. No conflicts were declared for all authors.TRIAL REGISTRATION NUMBERN/A.

Developing and Approving a LETS! Teach, Affirm, Learn, Know (LETS! T.A.L.K.) Curriculum for Grades K-2 in a Public-School System

Few public schools in Massachusetts offer a sex-positive, inclusive sexuality education curriculum at the elementary school level. One Massachusetts public elementary school identified the need for such a program that addresses communication, sexuality, gender, and consent. The LETS! Teach, Affirm, Learn, Know (T.A.L.K.) curriculum was developed, literally from the “bottom up,” with initial development and program approval focused on the kindergarten through second grades, through a town-gown collaboration between a university and its local public school district in 2018–2019. In this article, we describe the LETS! T.A.L.K. curriculum development and approval process, and present key research findings from our community-based process.